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Think-Pair-Share is a strategy designed to provide students with "food for thought" on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. What is Think, Pair, Share? Think-Pair-Share is a strategy designed to provide students with "food for thought" on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. Rather than using a basic recitation method in which a teacher poses a question and one student offers a response, Think-Pair-Share encourages a high degree of pupil response and can help keep students on task. What is its purpose? * Providing "think time" increases quality of student responses. * Students become actively involved in thinking about the concepts presented in the lesson. * Research tells us that we need time to mentally "chew over" new ideas in order to store them in memory. When teachers present too much information all at once, much of that information is lost. If we give students time to "think-pair-share" throughout the lesson, more of the critical information is retained. * When students talk over new ideas, they are forced to make sense of those new ideas in terms of their prior knowledge. Their misunderstandings about the topic are often revealed (and resolved) during this discussion stage. * Students are more willing to participate since they don't feel the peer pressure involved in responding in front of the whole class. * Think-Pair-Share is easy to use on the spur of the moment. * Easy to use in large classes. How can I do it? * With students seated in teams of 4, have them number them from 1 to 4. * Announce a discussion topic or problem to solve. (Example: Which room in our school is larg

This fall, I am requiring the students in my seminar to have a Twitter account. Students will post items on a regular basis, using the hashtag #BIO361. We also will devote some time on a regular basis to discussing items or responses from Twitter. Our first post probably will be on the first day of classes - Tuesday, August 24, 2010. For this project to work most effectively, we need a critical mass of people outside of our class to participate. If you, your students, friends, or colleagues would like to join us, please do. We will appreciate any new comments, retweets, or responses. I'm looking forward to an engaging discussion throughout the semester.

respond via text messsaging, twitter or web higher ed free account gets you 32 responses per poll

The Oral History in the Digital Age website connects interested persons and organizations to a range of resources related to crafting a meaningful and dynamic oral history project. Crafted by people at Michigan State University with funds from the Institute of Museum and Library Services (IMLS), the site contains critical essays, How-To guides, and an elaborate wiki. The Getting Started area is a good place to begin, as it features helpful playlists about oral history projects. The Essays tab leads to another highly informative section of the site. The short pieces in this section are divided into three topics: Collecting, Curating, and Disseminating. The individual essays include "Enhancing Discovery: Connecting Users to Y our Oral History Collections Online" and "Oral History and Social Networks: From Promotion to Relationship Building." Finally, the Ask Doug option features expert responses to key questions on oral history projects from noted oral historian Doug Boyd

Now comes the important part. Once we have an ordered list of learning objectives, we instructors have to choose a "cognitive cutoff point" at which student responsibility for mastery prior to class ends. "Below" this point, we expect students to master the learning objectives before class through guided practice. "Above" this point, some fluency would be nice, but these are long-term learning objectives and will serve as the focus for class activities.

Great examples for KSC - Open for Learning Challenges Try one and share your response for others to learn from!

Image sharing site Pinterest, with its kind-of-crazy, wild west copyright policy, is a great example of how, for some startups, it's best to shoot first and ask questions later. Under the "safe harbor" provision of the Digital Millenium Copyright Act, Pinterest isn't really responsible for all the copyright-violating content that users post to Pinterest. 

She browsed Pinterest's Terms of Use section. In it she found Pinterest's members are solely responsible for what they pin and repin. They must have explicit permission from the owner to post everything.

nstructure has engaged Securus Global to test the Canvas LMS product for security vulnerabilities. Instructure also invited me to be an independent observer - participating in the process and independently reporting on the testing and Instructure's response to any vulnerabilities identified.

Colleagues, Last semester 30 faculty and staff participated in a reading group focused on Clayton Christensen and Henry Eyring's "The Innovative University." The reading group came together face-to-face on a number of occasions and continued the rich discussion online. It was a great experience and a fascinating book. This semester the faculty and staff participating in the American Democracy Project recommended that we invite the campus community to come together to read "A Crucible Moment: College Learning and Democracy's Future." The work was completed by the National Task Force on Civic Learning and Democratic Engagement, under the leadership of the American Association of Colleges and Universities. It's a brief volume, rich in examples, on how colleges and universities must reclaim responsibility for civic learning. "A Crucible Moment" is available in PDF here: http://www2.ed.gov/rschstat/research/pubs/college-learning-democracys-future/crucible-moment.pdf The reading group will meet once in March and once in April, with opportunities for online discussion. More information will follow later in the month. In the meantime, if you're interested in joining us for this discussion, please email Kim Schmidl-Gagne (kgagne@keene.edu). If you would like to commit to the reading group, but would prefer to read in hard copy, Kim will also order a copy for you. I look forward to this discussion, and I hope you will consider joining us for our spring reading group. Mel

"The ninth annual survey, a collaborative effort between the Babson Survey Research Group and the College Board, is the leading barometer of online learning in the United States.  Based on responses from over 2,500 academic leaders, the complete survey report, "Going the Distance: Online Education in the United States, 2011" can be downloaded here."

Class Differences: Online Education in the United States, 2010 is the eighth annual report on thestate of online learning among higher education institutions in the United States. The study isaimed at answering some of the fundamental questions about the nature and extent of onlineeducation. Based on responses from over 2,500 colleges and universities, the report addresses thefollowing key issues:* Is Online Learning Strategic?* How Many Students are Learning Online?* Are Learning Outcomes in Online Comparable to Face-to-Face?* What is the Impact of the Economy on Online Education?* Proposed Federal Regulations on Financial Aid.* What is the Future for Online Enrollment Growth?

Why Collaborate? The most important (and most obvious) reason for the facilitator and teacher to collaborate is to improve student learning. Collaboration allows the two teachers to combine strengths, share responsibilities, and learn from each other, bringing the best of both their experiences together to create an improved student learning environment.

Free YouTube Download. Download all possible YouTube videos to your computer: - a single YouTube video; - complete YouTube playlists and show lists; - all video responses to a YouTube video; - all videos of a selected YouTube user or a channel; - all video from the user favorites. The beauty of this YouTube downloader lies in its simple set up. By default, output files are saved into the program's folder in My Documents, and they retain the name of the source video.

Binder of QR resources: This is a QR or Quick Response Code. Simply, put it is a 3D barcode. It's a much more sophisticated version of the barcode on your bag of Lays Potato Chips. QR Codes are popping up everywhere and are gaining in popularity in education. So, I have been taking some time and doing a little digging about QR codes and trying to find some resources so you can get started using them...

Classroom response systems ("clickers") can turn multiple-choice questions-often seen to be as limited as assessment tools-into effective tools for engaging students during class.  When using this technology, an instructor first poses a multiple-choice question.  Each student responds using a handheld transmitter (or "clicker").  Software on the classroom computer displays the distribution of student responses.  Although many multiple-choice questions found on exams work well as clicker questions, there are several kinds of multiple-choice questions less appropriate for exams that function very well to promote learning, particularly deep learning, during class when used with clickers.

Since the economic downturn began I've noticed much more interest in open source Learning Management Systems (LMS), and it's no surprise that when people ask what the options are, the answer is usually Moodle. Now, there's nothing wrong with Moodle, but it certainly isn't the only open source LMS out there. Because there is no licensing cost involved with open source solutions, its easy for organisations to just jump in and set up the first solution that comes along. There is however a cost to installation and support, either financial or time related. Anyone setting up an LMS has a responsibility to research and choose the solution that is right for the learners and the organisation.

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